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Research begins with a question that begs to be answered. The research question must be well articulated and specific. Once the research question is established, the methodology is chosen. Thus, it is the research question that determines the methodology. In the field of special education, many methodologies have been used to answer research questions. For example, Stoner et al. (2006c) used a single subject design to determine the effectiveness of the Picture Exchange Communication System (PECS) for adults with intellectual disabilities. Quasi-experimental methodology may be the appropriate methodology for determining the effectiveness of intervention with a group of students. The effectiveness of two math curricula for students at risk was conducted by Woodward and Brown (2006) using quasi-experimental research. If the research question centers on attitudes or opinions of a large group of individuals, then quantitative research may be used. Brown, Welsh, Haegle Hill, and Cipko (2008) reported on preservice teacher attitudes about teaching students with learning disabilities (LD). However, if one wants to broaden and enhance understanding and to fully and deeply comprehend the perspectives of individuals, then qualitative methodology would be used. For example, through the use of qualitative methodology, two studies (Bailey, Parette, Stoner, Angell, & Carroll, 2006a; Bailey, Stoner, Parette, & Angell, 2006b) described the perspectives of members of individual education plan (IEP) teams and perspectives of family members regarding augmentative and alternative communication (AAC) use in public schools. The findings of these studies (a) offered in-depth understanding of the process of obtaining AAC devices, (b) identified barriers and facilitators to AAC device use, and (c) provided strategies for effective use of AAC devices.

Strong relationships between parents and education professionals benefit all, especially children with disabilities. Parents of children with disabilities were integral to the development of special education, are their children’s best advocate, and are the members of the Individual Education Plan team who know the child the best. As education professionals we must strive to develop and maintain a strong relationship with parents and involve them in all aspects of their children’s education. This chapter provides an overview of parental rights and the Individuals with Disabilities Education Act (IDEA). The theoretical foundations of parental engagement is discussed and explored. Finally, recommendations are provided for developing and maintaining strong relationships with parents of children with disabilities.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.

REPERCUSSIONS of the Margate Conference will be felt for some time to come. There is still the suggestion that one or the other side won in the debate on central control, for example, but we would suggest that it was an occasion when a case was stated and combatted and that the result was the only wise one; that is to say, both parties agreed that the Council should consider the matter. It would be in the highest degree dangerous if at any open meeting of over 1,000 members of the Library Association any policy, then for the first time outlined, should be adopted as a settled rule of life. Such questions as central control have to be considered in all their bearings, and admirable as was the case Colonel Mitchell made for it, and forceful as was Mr. Berwick Sayers's rejoinder, they would not be regarded as final statements, even by themselves. There were some murmurings at the swift close of the debate, and there were more than murmurings that so important a matter should arise without due notice. These are not quite reasonable, and no one could have handled the meeting more quietly and impartially than the President (Mr. Savage) did. That no notice was given of the debate is hardly true although the words of the motion proposed by Colonel Mitchell were not known until the debate began; but the intention of the debate was to elicit opinions which might help the council in framing a policy; there was no intention to reach a decision or to publish the results of the meeting. A considered report, twelve months hence, on the deliberations of the L.A. Council on the matter should be far better than any account of the vapourings at Margate.

The purpose of this paper is to propose whistleblowing judgment (WBJ), positive mood (PM), and organizational ethical culture (OEC) as predictors of whistleblowing intention (WBI).

The study obtains the data from 364 usable questionnaires collected from Chinese employees of ten banks in China.

WBJ explains a high variance in WBI while OEC moderate the relationship. A three‐way interaction effect is observed, in which organizational culture affects the strength of PM as a moderator.

Findings are interpreted with respect to theories of moral psychology and organizational behavior. Theoretical implications and limitations of the study are discussed, including potential self‐report bias and self‐selection bias.

The effect of PM on whistleblowing decision making depends on people's perceptions of OEC. Only when people perceive their organizational culture to be unethical do the effect of PM come into play.

This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK.

Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities.

In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying.

This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home.

To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

College library staff must work to bring students and information technology together, especially where college‐wide computer literacy courses are not required. Teaching students to use constantly changing computer technology should start from an assessment of their skills, needs, and preferred training methods. However, surveying a student population with a high percentage of commuters risks inaccuracy; if surveys are distributed by mail or in libraries, the survey‐takers are often self‐selected and thus not representative. One solution is to administer the surveys in the classroom, using a course that most students are required to take. The results of such a survey, conducted at the College of Charleston, reveal a surprising variety of needs and preferences.